Search

Descendants of migrants often feel belonging to the ethnic minority group of their parents and the national group (i.e., dual identifiers). If second‐generation migrants are recognized as members of both groups, they can create social bridges and improve intergroup relations. However, people often ascribe them only minority belonging, thereby not recognizing dual belonging. Following the social identity approach, we examined who ascribes dual belonging to second‐generation migrants and why they do so. We focus on the role of national self‐identification, and endorsing a civic or ethnic conception of nationhood on the ascriptions that national majority members make to their second‐generation peers. We collected sociometric data from secondary vocational school classes in the Netherlands (Nstudents = 397, Nclasses = 36). Findings replicated that many second‐generation migrants self‐identified as dual (69%), but only a small number of dual ascriptions were given to them (15%). Although we found no effects for the hypothesized relations on ascribing only minority rather than dual belonging, national majority members who had a stronger national identification displayed a stronger tendency to ascribe only national rather than dual belonging. This raises the question whether dual identifiers could act as 'gateway groups' to improve intergroup relations. [ABSTRACT FROM AUTHOR]

The declaration of a second ethnicity in the 2021 census in Slovakia marks a significant shift in demographic data collection practices. This census was the first of its kind in Slovakia to allow respondents to indicate multiple ethnic identities. This change not only underscores the increasing diversity within Slovakia's population but also sheds light on the varied positions held by certain ethnic groups within our cultural landscape. The data revealed that the largest ethnic group, Hungarians, predominantly identify as monoethnic. In contrast, the Roma and Ruthenians exhibit a notable proportion of individuals declaring more than one ethnic identity. This phenomenon appears to be influenced by specific geographic and educational attainment patterns. Our research aims to delve into the methodological and psychological aspects of declaring a second ethnic identity. By examining these factors across different contexts, we seek to provide a foundation for future studies in this field. In doing so, we hope to incorporate a broader range of social and spatial parameters to enrich our understanding of ethnic identity dynamics in Slovakia. [ABSTRACT FROM AUTHOR]

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching. [ABSTRACT FROM AUTHOR]

We present secondary analyses of data collected with German residents with Turkish and Kurdish ancestry (n = 414), who represent the largest migrant groups in Germany. The majority of our sample of mostly second‐generation migrants exhibited integrated identity profiles, with high levels of both ethnic (Turkish or Kurdish) and national (German) identification. National and ethnic identification were unrelated, and both were predicted by the frequency and quality of contact with members of the respective groups as well as the extent to which participants report daily discrimination experiences. We additionally adopted a regional bias approach (Calanchini et al., 2022), inserting regional‐level data as indicators of context variance of contact opportunity and local aggregates of racialized group attitudes into analyses. Results document that the varying level of contact opportunity did not predict individual contact experiences and social identity, whereas the local attitude aggregate predicted individual contact experiences and participants' reports of daily discrimination, which, in turn, related to both ethnic and national identifications. These results indicate the relevance of social and contextual variables on the formation and navigation of multiple identities, which has theoretical and practical implications for the current societal and political debates about migration and integration. [ABSTRACT FROM AUTHOR]

Misrecognition describes everyday practices that deny the autonomy of minority members to define who they are and instead impose identities that may diverge from their own sense of self. Being misrecognized is particularly relevant for the historically marginalized Roma people, whose national belonging is repeatedly questioned despite centuries of co‐existence and citizenship. Our aim was to understand whether the experience of misrecognition, along with discrimination, would predict identification patterns that represent an obstacle to dual identification among Roma people in three East‐Central European countries: Hungary, Romania and Serbia. We collected data among Roma participants online and face‐to‐face with convenience sampling (N = 1,325). Latent class analysis revealed three similar classes based on national and ethnic identification scores in all subsamples: (1) disidentification, (2) Roma identification and (3) dual identification. Logistic regression analysis showed that misrecognition and discrimination predicted stronger Roma identity than dual identification in Hungary and Serbia. However, misrecognition predicted stronger dual identification in Romania, possibly as a reaffirmation strategy in response to misrecognition. Our results show that misrecognition can add to our understanding of minority group members' identification with the superordinate category of the nation as well as subgroup ethnic minority identity, and this connection could be key for advancing Roma inclusion. [ABSTRACT FROM AUTHOR]

This paper explores the mechanism for knowledge transfer of academic entrepreneurs by using the knowledge spillover theory of entrepreneurship (KSTE) and identity theory. We classified academic entrepreneurs into two distinct hybrid types, "hybrid scientists" and "hybrid entrepreneurs," based on different identity centralities and conducted an empirical study on the relationship among academic entrepreneurs' scientific knowledge, the two dimensions of their firms' knowledge base (knowledge depth and knowledge breadth), and their various hybrid roles. This study involving 176 academic start-ups from National Equities Exchange and Quotations (NEEQ) in China discovered that academic entrepreneurs' scientific knowledge positively contributes to the emergence of academic start-ups' knowledge base. The different dual identities moderately affect the relationship between academic entrepreneurs' scientific knowledge and their firms' knowledge depth and breadth. The results suggest that academic entrepreneurs who are also "hybrid scientists" can positively promote the development of the firms' knowledge breadth, and the "hybrid entrepreneurs" deepen the knowledge depth of academic start-ups. [ABSTRACT FROM AUTHOR]

This research explores the lived experiences of entrepreneurs from the creative industries, focusing on their interactions with support agencies. We examine the support that creative entrepreneurs use to assist them in achieving financially stable, sustainable, and personally fulfilling careers. The research involved an extensive literature review, followed by interviews with selected creative entrepreneurs and representatives from support agencies. The analytical framework was a qualitative approach using an interpretive philosophy, exploring the lived experience of the creative entrepreneur. The data were analysed using thematic analysis. The findings reveal the presence of dual identities: the creative and the entrepreneur. Funding and support are aimed at entrepreneurs who are focused on high turnover and employment creation. This is often in contrast to the motivations and ambitions of the creative entrepreneur. This research enhances the existing literature on entrepreneurship, the creative industries, and entrepreneurial support structures. It informs best practices in the design of support to creative entrepreneurs and is of use to entrepreneurs, support agencies, sponsors and academics. [ABSTRACT FROM AUTHOR]

International higher education branch campuses (IBCs) in China and elsewhere possess dual identity. There are stakeholders on both the home and host sides. While international branch campuses receive scholarly attention, there has been little study of their research and the role of institutional dual identity in research capacity building. This paper develops a conceptual framework that brings the conditions, practices, and outcomes of research together with dual institutional identity, to study research capacity building at NYU Shanghai. Data from 16 semi-structured interviews with academics, administrators, and university leaders indicate that institutional dual identity is central to what the institution has achieved in building research, influencing every aspect of the process. NYU Shanghai's American identity has shaped academic practices and workloads, and NYU's multi-site structure provides significant networks and resources, yet the institution has also adapted to its Chinese identity and local stakeholders. Dual identity has generated policy conflicts and logistical hurdles yet has also opened institutional and academic opportunities unavailable to other US institutions. While every IBC is embedded in a complex and partly unique context, this study suggests a reflexive understanding of research capacity building in such settings, and contributes to empirical knowledge of cross-border institutions, especially in China. [ABSTRACT FROM AUTHOR]

Purpose: Vocational educators in many countries enter teaching as a second career and authentic occupational expertise is seen as essential to good quality VET. The changing contexts of VET and the growing diversity of its learning populations also demand the development of teaching expertise. This dual professionalism is related to a unique combination of an occupational and a teacher identity, however, prior, and mainly qualitative research from a limited number of VET contexts suggests that often one side of this duality prevails. Our study aimed to explore the professional identity of vocational educators in Hungary and to identify some of the factors that might influence its formation. Methods: We applied a mixed method design, conducting a teacher survey (N=138) and semi-structured interviews (N=12). The quantitative and qualitative strands followed a parallel design, exploring the same topics but identity views and the organisational context were studied more deeply in the interviews. In the survey, we measured professional identity through a direct question about its type as well as questions about the importance of specific goals and teacher competence areas in vocational teaching. We used statistical and thematic analyses to study our quantitative and qualitative data. Results: Most vocational educators in our study identified as both a teacher and a professional, though the type of identity varied by gender and length of occupational work experience. Perceptions about the main goals in teaching revealed vocation/outcome-focused and student/education-focused goal orientations influenced by gender, qualifications and work experience, while our qualitative data also showed the impact of school culture and the wider socio-economic context. The goal orientations identified in the survey were more balanced for those with a dual identity, and they correlated with perceptions about the importance of different teacher competence areas, which were most influenced by whether or not the educator had obtained a pedagogical qualification. Conclusion: Our findings showed that although most vocational educators also in Hungary claim to have a dual identity, they often prioritise the development of occupational expertise as they believe it is what gives them credibility that is seen as essential to "good VET". Considering the significant impact we have found of teacher education and continued work in the occupation on identity views, it seems of utmost importance that policy and schools recognise and support the development of both occupational and teacher expertise, to ensure a balanced dual identity that seems best suited for vocational teaching.

Given that adolescents from migrant families live within at least two cultural contexts (i.e., the heritage and the destination cultures), they generally must negotiate and construct ethnic and national identities. Accordingly, the present three-wave longitudinal study was designed to identify distinct developmental trajectories of ethnic and national identities among adolescents from migrant families (n = 244, 56.6% female; M age = 14.90, SD age = 0.84 at Time 1). Multivariate latent class growth analyses indicated that participants could be classified into one of four groups based on their identity profiles: ethnic-oriented identity, national-oriented identity, dual identity, and marginalized identity. Further, social identification with family and classmates was examined as a predictor of memberships in these distinct identity profiles. Results of multinomial logistic regression analysis indicated that greater social identification with family increased the probability of being classified into the ethnic-oriented and dual identity profiles rather than into the marginalized identity profile, whereas greater social identification with classmates increased the likelihood of being classified into either national-oriented or dual identity profiles rather than into the marginalized identity profile. These findings provide novel insights into the roles of families and peers as influential socializing agents during the negotiation of ethnic and national identities among immigrant youth. [ABSTRACT FROM AUTHOR]

In recent years, health professions researchers have suggested that a dual identity that includes both a professional and interprofessional identity is essential to interprofessionality. This scoping review sought to describe the learning experiences that may support the development of an interprofessional identity, providing direction for future research. A scoping review was conducted to identify papers published between 2000 and 2020 that provided empiric evidence to support the impact of planned or spontaneous learning experiences involving two or more healthcare professions that fostered the development of an "interprofessional identity," or a sense of belonging to an interprofessional community. Twelve papers were identified for inclusion. Articles varied regarding both the professional groups studied and the developmental levels of their participants. A wide variety of learning experiences were described in the identified studies, including designed activities and programs, as well as those occurring spontaneously in authentic clinical environments. Examples of longitudinal and integrated programs were also identified. The construct of an interprofessional identity and its potential impact on interprofessional practice has yet to be sufficiently studied. The results of this scoping review suggest that a variety of experiences that occur throughout the professional development trajectory may foster an interprofessional identity. Longitudinal, integrated interprofessional learning programs may result in a more long-lasting impact on interprofessional identity and these types of programs should be the focus of future research. [ABSTRACT FROM AUTHOR]

This paper employs qualitative data collected through focus group and in-depth interviews during the period of 2000-2021., tThe proposed research aims to explore how Taiwanese people define and interpret "Taiwanese", "Chinese" and "both Taiwanese and Chinese (dual identities)", and also to clarify people's identity target and boundary. The result shows that Taiwanese people's identity contents are continuous and concentrated in the Taiwan-centered "we group" consciousness. The primordialist ties with China persists, yet most of them are regarded as objective facts and cannot be generated or converted into the "we group" consciousness. The major change is that the Chinese consciousness has almost disappeared from popular discourse. Our data also shows that many Taiwanese people have treated Taiwan (Republic of China) as the "we group", and China (People's Republic of China) as the "they group". This finding indicates that Taiwan identity has reached the stage of national identity in terms of boundary setting. The gradual clarity and elevationed consciousness of national identity impliesy that Taiwan has the tendency of reaching a collective identity. [ABSTRACT FROM AUTHOR]

This paper explores the enterprises artist-teachers in adult community learning (ACL) engage with and how these form their identity. This is significant to consider as artist-teachers in ACL are overlooked in the published literature. ACL is comprised of community-based learning delivered by local authorities and general further education colleges. Thornton defines the artist-teacher as an individual dedicated to both art and teaching. This is visualised in his Artist Teacher Model. However, Thornton ignores other enterprises that an artist-teacher could be involved in. This paper then considers Daichendt's use of Wallace and Gruber's networks of enterprises. Using the earliest recorded artist-educator, George Wallis, as a case study, Daichendt highlights how one is often engaged in several enterprises and uses the network of enterprises to visualise this. Participant interviews and focus groups test if this is more appropriate for the artist-teacher in ACL than Thornton's model. The impact of this research on practice is an improved understanding of the multifaceted identities of artist-teachers. The paper helps to produce new knowledge around the identity and introduces newly developed visual tools for tracking this, including the Tetrad Identity Model, and the ATLS. These tools may also be used for other professionals with multifaceted identities. [ABSTRACT FROM AUTHOR]

An immigrant's identification with their host country is often considered a key indicator of social integration. Informed by cultural psychology, migration scholars increasingly recognize that many immigrants develop a dual identity with both their host and home countries. This dual identity is shaped by various factors related to their settlement process and their connection with their home country. Today, the use of information and communication technology (ICT) to maintain an active connection in the home country with family, friends, and business partners is popular among transnational migrants, but little research examines how ICT use shapes the dual identity of immigrants. Using an exploratory survey approach, we examine ICT and the identification with host and home countries among Chinese and South Asian immigrants in Canada. Our findings show that our respondents commonly hold dual identities with their home and host society and that ICT use is an important contribution to a home society identity. [ABSTRACT FROM AUTHOR]

Previous research suggests that social identity influences public attitudes about the European Union, but little is known about the role of social identity for perceived legitimacy of the EU. This article explores the relation between different forms of identification (national, EU, dual) and EU legitimacy perceptions, and the moderation of this relationship by experienced threat to national power and sociocultural identity. A survey was conducted in six countries (N = 1136). A factor analysis of legitimacy items resulted in two subscales (institutional trust and duty to obey). Separate regression analyses were therefore run on these subscales. All forms of identification were positively related to perceived EU legitimacy, while threat was a strong and universal negative predictor. However, the results suggest that national identification only positively predicted legitimacy when participants experienced no threat to their nation by the EU, while dual identification positively predicted legitimacy even when participants experienced threat. Overall, respect for national identities and their values may offer opportunities to safeguard and improve the perceived legitimacy of the EU. Findings are discussed in terms of the literature on the ingroup projection model and the common ingroup model.

Ras-related associated with diabetes (RRAD), a member of the Ras-related GTPase superfamily, is primarily a cytosolic protein that actives in the plasma membrane. RRAD is highly expressed in type 2 diabetes patients and as a biomarker of congestive heart failure. Mounting evidence showed that RRAD is important for the progression and metastasis of tumor cells, which play opposite roles as an oncogene or tumor suppressor gene depending on cancer and cell type. These findings are of great significance, especially given that relevant molecular mechanisms are being discovered. Being regulated in various pathways, RRAD plays wide spectrum cellular activity including tumor cell division, motility, apoptosis, and energy metabolism by modulating tumor-related gene expression and interacting with multiple downstream effectors. Additionally, RRAD in senescence may contribute to its role in cancer. Despite the twofold characters of RRAD, targeted therapies are becoming a potential therapeutic strategy to combat cancers. This review will discuss the dual identity of RRAD in specific cancer type, provides an overview of the regulation and downstream effectors of RRAD to offer valuable insights for readers, explore the intracellular role of RRAD in cancer, and give a reference for future mechanistic studies. [ABSTRACT FROM AUTHOR]

The writing phenomenon of Arab filmmakers in Israel and around the world in a foreign language that is not their mother-in-law is a universal phenomenon in the history of Arab literature. The poet Na'adi, the Arab-Israeli minority and Druze origin, who died in October 2015, wrote poetry mainly in Hebrew and only towards the end he wrote children's literature in Arabic. In recognition and tribute to the poet, the present research focuses on his works in Arabic and several relevant songs in Hebrew to answer the question of why he wrote mainly in Hebrew, and how he shapes his dual identity, as an Arab who belongs to a minority and writes in the Jewish majority. In his poems, he avoids providing a clear answer. Hebrew songs were selected from the "All Seasons" collection, and their content was compared to short songs and stories for children in Arabic. It turned out that Irdi developed a special style of poetry in the Hebrew and another style in the prose for children. In addition, I had a meeting with the poet's family and an interview with the aim of finding out the issue of writing in Hebrew and Arabic and its causes. The findings indicate a fundamental difference between the works and both languages - content, style, linguistic levels, of course some of the results also depend on the different target audience. Moreover, no conclusive answer was found on his preference for writing in Hebrew. I found in research that circumstantial evidence of his life, alongside personal, mental, and cultural factors and even others, shaped his personality and dual identity as a poet he wrote in the language of the ruling majority. [ABSTRACT FROM AUTHOR]

The main aim of this study is to analyze the construction process of the Ottoman large group identity within the framework of political, economic, social, cultural structures and the social networks during the classical period. This approach is not new to the discipline of history. However, in this study, we discuss the formation of Ottoman large group identity through an interdisciplinary perspective using theories and concepts of social psychology and sociology. The argument is that the institutional structure and organization of the Ottoman Empire, which regulated the interactions and relations of different social group members, led to the development of a dual identity model. This inclusive organization model, which was shaped by Ottoman rule, strengthened the formation of positive attitudes toward unification/integration between the groups, while preserving sub-identities, and contributing to the simultaneous identification of group members with both superordinate and sub-group identities. Objective representations such as Ottoman Greek, Ottoman Armenian, and Ottoman Jew can be perceived as the most concrete examples of dual identity formations within Ottoman society.

Research Background and Purpose of the Study: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection. Methods: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes. Findings and Value Added: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.

Social categorization implies a difference between “we” and “they”, motivating people to create or maintain a positive group distinctiveness, which leads to intergroup bias. The common ingroup identity model proposes that recategorization from separated subgroups into an inclusive superordinate group can reduce intergroup bias. However, further research shows that bias reduction is more likely when a dual identity is created, wherein the ingroup and superordinate identities are simultaneously salient and, thus, ingroup distinctiveness is safeguarded within this recategorization process. The present study examined the effect of dual versus common identity representations on attitudes toward foreigners, as well as the dependence of this effect on identity fusion with the country and all humanity. Participants (n = 149) were assigned to one of two conditions: Worldwide (common) Identity, and Dual-Identity. Regression analysis indicated that, relative to the worldwide identity condition, the dual-identity condition produced more positive attitudes toward foreigners: less willingness to fight, greater perceived common identity, and stronger trust. This last result was moderated by identity fusion with the country and all humanity. Findings suggest that to reduce intergroup bias, it is important that people perceive themselves as members of all humanity without having to relinquish their ingroup identity.

Introduction: The present article describes two interrelated studies that examine gender typicality in young adulthood using a new dual-identity approach. Methods: Participants were recruited online from March 2020 to February 2021 and reported their perceived similarity to own- and other-gender peers as a way to assess their gender typicality. In study 1, the authors conducted an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) to test and validate the Perceived Similarity to Gender Groups Scale in a sample of Italian young adults (n = 571; Mage = 23.9; SD = 3.60). The authors documented the configural, metric, scalar measurement invariance, and validity. In study 2, the Perceived Similarity to Gender Groups Scale adopted in study 1 was used to assess the distribution of different typologies of gender typicality in another sample of Italian young adults who vary in gender and sexual orientation (n = 1126; Mage = 24.3; SD = 3.51). Results: Results confirmed the structural validity of the Perceived Similarity to Gender Groups Scale, revealing the two-factor structure of the scale. Moreover, results of cluster analysis found different typologies of self-perceptions of gender typicality. Conclusion: Both studies emphasize the relevance of studying gender typicality in young adulthood through a dual-identity approach, highlighting the relevance of gender and sexual orientations. Policy Implications: The use of the dual-identity approach has significant social and clinical implications as it represents a more flexible and representative model of the complexity of gender typicality. [ABSTRACT FROM AUTHOR]

Background: Previous research has demonstrated the negative effects of study-related stressors on the mental health of medical students. It has been found that social resources such as social identity, dual identity and social support help buffer negative mental health outcomes. Notably, social status has been found to weaken the connection between stress and depressive symptoms. Based on these findings, the present study investigates how social resources (i.e., social identity, social support, dual identity and status) mitigate the impact of study-related stressors on the mental health of medical students who carry an inordinate stress burden. Methods: The data collection was based on a questionnaire (online and paper–pencil) which was distributed to medical students in North Rhine-Westphalia, Germany. The sample (224 participants) consisted of 77.2% female and 22.8% male medical students (36.2% human medicine students (HMS) and 63.8% dental medicine students (DMS)). The questionnaire included graphical scales and standardized questionnaires. We investigated demographic data, study-related stressors (i.e. academic performance, clinical practice, faculty relations) and depressive symptoms as outcomes, and social identity, social support, dual identity and status as moderators. The analyses were performed using SPSS 25 for Windows. Results: We found significant positive associations between study-related stressors and depressive symptoms. While dual identity as well as social support by fellow students emerged as buffers in these associations, the other social resources did not. As regards status, it was found to work as a buffer only in HMS, who typically enjoy a significantly higher status than dental medical students. Conclusion: It is only social resources such as support from fellow students and dual identity, but not other resource types, that can be effective buffers against depressive symptoms associated with study-related stressors. These findings can be used to promote students' identities in relation to both fellow students and the faculty, or the university as a whole, enabling students to better cope with stress and, thus, suffer less from depressive symptoms. Furthermore, the HMS, who ascribe a relatively high status to themselves, can use their status as a buffering factor in stressful situations, in which little can be done from the outside. [ABSTRACT FROM AUTHOR]

Previous research suggests that social identity influences public attitudes about the European Union, but little is known about the role of social identity for perceived legitimacy of the EU. This article explores the relation between different forms of identification (national, EU, dual) and EU legitimacy perceptions, and the moderation of this relationship by experienced threat to national power and sociocultural identity. A survey was conducted in six countries (N = 1136). A factor analysis of legitimacy items resulted in two subscales (institutional trust and duty to obey). Separate regression analyses were therefore run on these subscales. All forms of identification were positively related to perceived EU legitimacy, while threat was a strong and universal negative predictor. However, the results suggest that national identification only positively predicted legitimacy when participants experienced no threat to their nation by the EU, while dual identification positively predicted legitimacy even when participants experienced threat. Overall, respect for national identities and their values may offer opportunities to safeguard and improve the perceived legitimacy of the EU. Findings are discussed in terms of the literature on the ingroup projection model and the common ingroup model. [ABSTRACT FROM AUTHOR]

This paper employs qualitative data collected through focus group and in-depth interviews during the period of 2000-2021., tThe proposed research aims to explore how Taiwanese people define and interpret "Taiwanese", "Chinese" and "both Taiwanese and Chinese (dual identities)", and also to clarify people's identity target and boundary. The result shows that Taiwanese people's identity contents are continuous and concentrated in the Taiwan-centered "we group" consciousness. The primordialist ties with China persists, yet most of them are regarded as objective facts and cannot be generated or converted into the "we group" consciousness. The major change is that the Chinese consciousness has almost disappeared from popular discourse. Our data also shows that many Taiwanese people have treated Taiwan (Republic of China) as the "we group", and China (People's Republic of China) as the "they group". This finding indicates that Taiwan identity has reached the stage of national identity in terms of boundary setting. The gradual clarity and elevationed consciousness of national identity impliesy that Taiwan has the tendency of reaching a collective identity. [ABSTRACT FROM AUTHOR]

Healthcare systems are at times still viewed as siloed performances of single professions, wherein some groups hold hierarchical positions based on their expertise and prestige, rather than a collective functioning of interprofessional teams. Current policies, procedures, and regulations in healthcare education and practice seem to contribute to this context in which the various health and social care professions are set in opposition to one another. The historical, and still prominent, uniprofessional education and socialization practices position health and social care professions to view each as rivals and threats toward achieving their profession/al advancement and growth. The transformation from uniprofessionality to interprofessionality in healthcare requires the application of interprofessional socialization not just at the individual level, but also at the professional and system levels. In this process of interprofessional socialization, we need to embrace the uniqueness of each profession while cultivating an interprofessional collaboration culture in the system (dual identity). In so doing, we can facilitate a shifting mind-set, culture, operations, and policies in healthcare to recognize and foster the contribution and accountability of each profession toward achieving the quadruple aim of better care, better health, better value, and better work experience. [ABSTRACT FROM AUTHOR]

Ras-related associated with diabetes (RRAD), a member of the Ras-related GTPase superfamily, is primarily a cytosolic protein that actives in the plasma membrane. RRAD is highly expressed in type 2 diabetes patients and as a biomarker of congestive heart failure. Mounting evidence showed that RRAD is important for the progression and metastasis of tumor cells, which play opposite roles as an oncogene or tumor suppressor gene depending on cancer and cell type. These findings are of great significance, especially given that relevant molecular mechanisms are being discovered. Being regulated in various pathways, RRAD plays wide spectrum cellular activity including tumor cell division, motility, apoptosis, and energy metabolism by modulating tumor-related gene expression and interacting with multiple downstream effectors. Additionally, RRAD in senescence may contribute to its role in cancer. Despite the twofold characters of RRAD, targeted therapies are becoming a potential therapeutic strategy to combat cancers. This review will discuss the dual identity of RRAD in specific cancer type, provides an overview of the regulation and downstream effectors of RRAD to offer valuable insights for readers, explore the intracellular role of RRAD in cancer, and give a reference for future mechanistic studies.

We examined cross-sectional and longitudinal associations between national and religious identification, Bicultural Identity Integration (BII), and Social Identity Complexity (SIC) among Muslim adolescents in the UK (Study 1, n = 773, M = 17.5 years) and the U.S. (Study 2, n = 190, MW1 = 14.1 years). Using person-oriented approaches, we identified four groups of adolescents. The two largest groups in both national contexts were "religiously-oriented strong dual identifiers" and "equally-strong dual identifiers". The latter experienced less BII distance and more BII conflict, and perceived their identities as more similar and overlapping. These findings highlight that nuanced differences in strong dual identity patterns and trajectories have implications for how strong dual identities are experienced and perceived. [ABSTRACT FROM AUTHOR]

Introducing a concept of perceived dual identity integration (PDII), we test whether, for biculturals to act as agateway group (GG), their identities should be viewed as blended/harmonized by the majority. We provide correlational evidence that PDII underlies the relation between perception of GG (people of Serb-Bosniak origin) as dually identified and (1) perception of GG as a bridge between Serbs and Bosniaks and (2) feelings toward Bosniaks. Then we experimentally show that exposure to GG with blended/harmonized identity, compared to GG with distanced/conflicted identity, leads to positive feelings toward Bosniaks, via perception of GG as abridge. Thus, if the majority does not perceive integration of adversarial identities as apossibility, biculturals' potential to serve as gateway is lost. [ABSTRACT FROM AUTHOR]

Introduction. In the processes of nation building and integration, it is particularly important to increase the consolidation potential of emerging communities through identity politics. The totality of challenges, threats and risks determines the need for a balanced combination of its dimensions, taking into account national and common interests of countries. In the post-Soviet space, the Union State of Belarus and Russia acts as a platform for dialogue. The aim of the study is to outline the contours of the construct of supranational identity within the framework of the Union State and to define the degree of its conjugation with the category of “national identityˮ in the discursive practices of the political leadership of Russia and Belarus. Materials and Methods. The study is based on official documents representing the specifics of interpretation of identity politics by the presidents of the Russian Federation and the Republic of Belarus, as well as on materials associated with the functioning of the Union State. Content analysis, the comparative method, and scenario analysis were employed when examining the documents. Results. The research and expert assessments of the internal and external dimensions of the identity politics of the member states, as well as the basic and derived categories of the official discourse have been analyzed; the constants and dominants, similarities and differences in the stands of Russia and Belarus have been revealed. It has also been demonstrated that there has been no fundamental contradiction in their understanding of the priorities of nation and Union building. At the same time, disagreements on a number of topical issues have been identified. The leitmotif of the official discourse is giving absolute priority to sovereignty, which has an ambiguous effect on the course of the integration of Russia and Belarus. Discussion and Conclusion. The conducted study has confirmed the hypothesis that identity politics is multilevel for the states involved in integration-oriented interaction; at the current stage, it remains complex and incomplete. The states demonstrate prevalence of the internal dimension of identity politics and “restrictiveˮ perception of its external dimension, which affects the prospects for promoting the construct of “dualˮ identity. At the same time, the Union State remains an essential integration format for Russia from the geopolitical and civilizational perspective. The approach proposed by the authors and the results obtained, which articulate the correlation of tasks in terms of nation building and integration policy, may help to improve the efficiency of political governance.

The identity negotiation among a religious ethnic minority is closely tied with its religious educational system and it equally applies to the case of the Sino-Muslim community. This paper investigates that how did Muslim religious educational system stature the distinctiveness of Muslim ethnic minority in the Chinese context while simultaneously helping them integrate into the Chinese society and what role did it play in placing Muslims at a continuum between Chinese and Islamic educational spheres. It contends that Chinese Islamic education predominantly adapted the essential characteristics of the Islamic madrasa system to the requirements of the Muslim population living in a Confucian social order. Hence it is a true reflection of the cultural simultaneity of Chinese Muslims. The research employs ethnographic methodologies including participant observation and extensive interviewing and relies upon the archival data for the historical contextualization of the observed facts. It concludes that the Islamic educational system in China played an inevitably crucial role in the survival of Islamic faith and knowledge in the Chinese land. On one hand, it connected the Chinese Muslim community with the mainstream Muslim world transcending regional and cultural boundaries and on the other hand, its certain features remained exclusive to Chinese Muslim civilization indicating the dynamic and vigorous interrelationship between Confucian and Islamic educational systems.

Dual identity has an assumption that subordinate group identity (e.g., ethnic and tribe identity) and superordinate group identity (e.g., national identity) can be simultaneously activated. The dual identity concept is important to examine in Indonesia as the country of thousands of tribes. As an initial step, we should adapt and evaluate a dual identity scale so that later it will become a catalyst for future study on the exploration of the association of dual identity and other factors. This study aims to adapt and evaluate the dual identity scale on the Indonesian sample. We tested the measurement through two collecting data, with 775 of total participants (data 1= 338 participants and data 2= 473 participants). The data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). We found that the dual identity scale had a good fit model and had satisfactory validity and reliability. The validity and reliability of data 2 are better than data 1. In the data 2, each item of items used ‘tribe’ as a form of subordinate identity to replace ‘ethnic’ in the measurement of the data 1. In data 1, this scale had a significant correlation with ethnic and national identity. The result of EFA and CFA proved that the scale is unidimensional (having one factor) and robust to use in the Indonesian sample. The study also found that the use of ‘tribe’ can explain subordinate identity better than "ethnic" on the scale. This study contributes to a practical implication for using the dual identity scale in Indonesia.

The article considers the main directions of social and humanitarian cooperation of the EEU member States, covering the fields of education, science, health, tourism and sports in order to improve the welfare and life quality of the Union countries' citizens. The goal is to create a single socio-humanitarian space that should not blindly reproduce the Western socio-humanitarian model of development based on the strategy of ”nurturing“ a loyal ”civil society“. Otherwise, there will be a discrepancy between the implementation of the goal of forming a single economic space and social and humanitarian programs imposed from the outside in the context of liberal democratic ideology, which are destructive for the peoples ofEurasia.

This study investigated whether having a dual identity as both a mother and an employed person constitutes a threat to well-being, or whether it is a positive resource. The study focused on indices of life satisfaction and self-esteem. A convenience sample of 208 mothers were exposed to a manipulation of identity conflict, whereby we manipulated whether working mothers perceived their identities as a mother and an employed person to be in conflict with each other or not. It was hypothesized that generally having multiple identities (as an employee and a mother) would be positively associated with well-being, that perceived identity conflict would have a negative impact on well-being, and that identity conflict would exacerbate the negative effects of identity-related stressors on well-being. Results supported these predictions. The applied implication is that policies that enable mothers to work will be conducive to maternal well-being, but that the policies must minimize conflict between demands associated with employment and parental responsibilities. Highlights: Having a dual identity as both a mother and an employee person was positively associated with well-being in a sample of 208 mothers. Perceived identity conflict between being a parent and being employed reduced well-being. Perceived identity conflict exacerbated the negative effects of employment-related stressors on well-being. Findings suggest that policies that enable mothers to work are conducive to maternal well-being, but only to the extent that they are successful at minimizing conflict between demands associated with employment and parental responsibilities. [ABSTRACT FROM AUTHOR]

Research shows that individuals with dual identities have the potential to serve as a gateway between the groups represented by their dual identity, reducing bias between opposing sides. But does this potential necessarily exhibit itself in an intergroup contact setting where all groups are present? We study Palestinian Citizens of Israel (PCI) at Seeds of Peace, a three-week program with PCI, Jewish Israeli, and Palestinian teens. By analyzing which camp participants the PCI list as close and which participants list PCI as close, we find that PCI associate with Palestinians at an especially high rate. Importantly, PCI are even more popular among Palestinians and less popular among Jewish Israelis than are Palestinians. We explain these results with an identity assertion hypothesis in which the PCI assert their Palestinian identity through their relationships. [ABSTRACT FROM AUTHOR]

Previous research concerned with British Muslim women has explored a range of important issues. However, what is missing is research exploring the lived everyday social experiences, including the unique nature of identity formation in British Muslims. This qualitative study tried to address this gap. Five female British Muslims were interviewed, and their interviews analysed using an interpretative phenomenological approach. Three key themes emerged from the data: Constructing identity, Experiencing prejudice in interactions, and Educating oneself and others. The findings demonstrate the complex nature of being a British Muslim woman, the impact of discrimination from various sources and the gendered nature of these experiences. It also highlights the active nature of identity formation, which occurs within and relates to a particular setting and particular experiences. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

This research aimed to examine the Multigroup Ethnic Identity Measure’s (MEIM 1992) usefulness to explore Indonesian youth’s ethnic identity. Hence MEIM 1992 was adapted into MEIM Indonesia through the translation-back-translation method. Involving 448 (179 or 40% male and 269 or 60% female) students aged 17 – 28 years (Mean = 19.87; SD = 1.30) with different ethnic background in a private university in Yogyakarta as respondents, AFE with SPSS showed that MEIM Indonesia measured one factor as MEIM 1992 does, AFK with R studio showed that the one factor model fitted with data (factor loadings ranged over 0.323 - 0.750), its items had rit-s that ranged over 0.32 – 0.64, as a scale had a Cronbach’s alpha = 0.84, showed a concurrent validity coefficient = 0.23 (p < 0.01) with the RSeS Indonesia as a criterion, and was able to differentiate the levels of ethnic identity of pairs of samples of Javanese, Batakese, Dayakese, Chinese, Floreses and a mixture of two or three ethnic groups. Hence, both conceptually and empirically MEIM Indonesia proved to have construct equivalence with MEIM 1992 as well as to show good usefulness and was coined Skala Identitas Suku Bangsa (SISB).

Ethnic minorities tend to develop dual identities and therefore can face identity denials from two groups. We examine in two studies the relation between dual identity and experiences of dual identity denial as misgivings or a manifested mistrust of one's group membership from both majority and minority group members. Based on identity integration and threat literature, identity denial represents a threat to dual identity which means that stronger dual identity denial can be expected to be associated with lower dual identity (a negative association). In contrast, based on identity enactment literature, stronger expression of one's dual identity can be expected to elicit stronger identity denial (a positive association). These two contrasting hypotheses were examined in two studies (Study 1 = 474; Study 2 = 820) among ethnic minorities in the Netherlands. The results from both studies offer greater support for the identity enactment model and illustrate the complexities associated with having a dual identity. [ABSTRACT FROM AUTHOR]

Copyright of Cahiers d'Études Africaines is the property of Editions EHESS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Medicinae et Sociologica (AMS) is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The identity negotiation among a religious ethnic minority is closely tied with its religious educational system and it equally applies to the case of the Sino-Muslim community. This paper investigates that how did Muslim religious educational system stature the distinctiveness of Muslim ethnic minority in the Chinese context while simultaneously helping them integrate into the Chinese society and what role did it play in placing Muslims at a continuum between Chinese and Islamic educational spheres. It contends that Chinese Islamic education predominantly adapted the essential characteristics of the Islamic madrasa system to the requirements of the Muslim population living in a Confucian social order. Hence it is a true reflection of the cultural simultaneity of Chinese Muslims. The research employs ethnographic methodologies including participant observation and extensive interviewing and relies upon the archival data for the historical contextualization of the observed facts. It concludes that the Islamic educational system in China played an inevitably crucial role in the survival of Islamic faith and knowledge in the Chinese land. On one hand, it connected the Chinese Muslim community with the mainstream Muslim world transcending regional and cultural boundaries and on the other hand, its certain features remained exclusive to Chinese Muslim civilization indicating the dynamic and vigorous interrelationship between Confucian and Islamic educational systems. [ABSTRACT FROM AUTHOR]

Although Singapore, a linguistically and ethnically diverse city–state, uses four official languages, namely Malay, Mandarin, Tamil, and English, which are supposed to enjoy equal status, there appears to be a pecking order to these languages. English seems to be the dominant language when taking into consideration the bilingual education policy, numerous campaigns promoting its use in terms of spoken language, and language use by the media. Another mechanism that also contributes to the predominance of English over the other three official languages is linguistic landscape, i.e. language use in public space. Adopting the ecology of language as its conceptual framework and linguistic landscape as its methodological tool, this article, by analyzing public signs in and around 30 MRT (Mass Rapid Transport) stations of the Circle Line (CCL), discloses not only English imperialism but also the complexity of this language in Singapore with its dual identity as a global language as well as a local one. Consequentially, it is postulated that Singapore is monolingual- rather than bilingual- or multilingual-oriented. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the effect of an interprofessional socialization (IPS) based interprofessional education (IPE) program intervention on health professions students’ IPS process and dual identity development. Despite the growing acknowledgment of IPS in recent literature, there is a paucity of research investigating socialization processes learners move through in order to develop dual identity – professional and interprofessional. A concurrent embedded mixed-method design was used. One hundred and eight pre-licensure students from seven different health professions completed the IPS program intervention. Latent Growth Curve (LGC) modeling and thematic content analysis were used to analyze the quantitative and qualitative data, respectively. A significant and consistent growth rate in dual identity was found among the participants. The thematic analysis resulted in four emerging themes (uniprofessional education as a barrier, IPS program as an eye-opener, learning to collaborate, and collective unified team). The integrated findings provide support for the use of the interprofessional socialization framework. [ABSTRACT FROM AUTHOR]

This review article offers an integration of acculturation, biculturalism, and intergroup relations research. Additionally, it argues that bicultural identities can be more accurately conceptualised as a third, hyphenated cultural identity (e.g., Chinese‐Australian), in addition to one's ethnic and the dominant national identity. In doing so, this article proposes that hyphenated cultural identities may be personally meaningful for many ethnic minorities and discusses the function of hyphenated cultural identification for individuals and society. Given the relevance of bicultural identification, it is argued that recognising and understanding a hyphenated cultural identity is fundamental to ethnic minorities' wellbeing, as well as improving the quality of intergroup relations in multicultural societies, such as Australia.